A Study on the Perception and Satisfaction of Special Education Teachers and Parents on Special Education Policies: Focused on Gyeonggi Special Education Policies

2019 ◽  
Vol 21 (2) ◽  
pp. 117-141
Author(s):  
Eun-Young Kang ◽  
Na-Ri Choi ◽  
Chan-Woo Park
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education Policies ◽  
Teachers And Parents

A Behavioral Weight Reduction Model for Moderately Mentally Retarded Adolescents

1980 ◽  
Vol 3 (4) ◽  
pp. 9-16
Author(s):  
Anthony F. Rotatori ◽  
August Mauser ◽  
Robert Fox
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Weight Reduction ◽  
Field Data ◽  
Mentally Retarded ◽  
Reduction Model ◽  
Reduction Treatment ◽  
Maintenance Program ◽  
Teachers And Parents

The paper describes a behavioral weight reduction treatment and maintenance program for moderately mentally retarded adolescents. The model delineates six phases of the program as well as instructional components. The model was devised for implementation by special education teachers and parents. Field data based on the model is reviewed.

What Do Pupils with Disabilities Have to Say About Their Experience in High School?

1999 ◽  
Vol 20 (2) ◽  
pp. 67-83 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Maris Plavins ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Peer Tutors ◽  
Youth With Disabilities ◽  
Teachers And Parents ◽  
Education Administrators

The data reported here were obtained as part of a large 3-year study to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with and without disabilities, and their parents. The youth attended five representative public schools and one private school in Washington State. This study focuses only on data obtained from the youth. We interviewed 54 and surveyed 231 youth with disabilities and studied the class schedules of 345 others. We also interviewed 3 and surveyed 10 students without disabilities who served as peer tutors in one school. Data from all those sources were summarized in the form of 10 research questions. Two major themes that emerged from this study are discussed. Moreover, we include a list of recommendations for teachers and parents who serve youth with disabilities.

scholarly journals Reasons Early Career Black Special Education Teachers Quit Their Positions

2020 ◽  
pp. 79
Author(s):  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Special Educators ◽  
Black Teachers ◽  
Research Literature ◽  
Early Career ◽  
Complex Nature ◽  
Education Policies ◽  
Organization Model ◽  
Teachers Experiences

Special education policymakers and practitioners are concerned about attrition among teachers, especially those who leave early in their careers and teachers of color. To increase knowledge about attrition, I examined demographic and interview data from 10 Black teachers who quit their positions before they completed their probationary periods (1-3 years). Guided by Cox’s (1994) cultural diversity in organization model designed to capture the complex nature of diversity in organizations, I used phenomenological research methods to better understand the teachers’ experiences surrounding the decision to quit. The qualitative analyses revealed four themes: (a) inadequate mentoring, (b) role abuse, (c) cultural insensitivity, and (d) inadequate resources. I conclude with suggestions for education policies and practices at the local and federal level that special educators can employ to address these issues. This paper highlights issues of attrition within a subgroup of educators (Black special educators) that are underrepresented in the research literature.

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